Ever since George Siemens and Stephen Downes developed the idea of Connectivism as a learning theory, people have questioned whether or not it is truly a learning theory. As pointed out by Connectivism as a Digital Age Learning Theory, the authors assert "the criterion of a theory is not whether it is true or untrue, but rather whether it is useful or not useful for explaining or predicting behavior (Duke, Harper, Johnston, 2013). In essence, the fact that people may disagree with elements of the theory does not take away from the fact that it is in fact a learning theory.
A learning theory is defined as a framework that explains how people both acquire and develop knowledge. In addition, learning requires active involvement on the part of the learner. In Connectivism, individuals are actively pursuing knowledge through technological resources, mainly through social tools. Learning happens when individuals collaborate with others, share their existing knowledge and grow that knowledge through their new social connections (whether it with a person, network, or organization). These connections help the person learning to structure and create meaning from what they are observing, which will allow them to establish recognizable patterns to use in the future (Duke, Harper, Johnston, 2013). Also, Siemens points out in Connectivism: A Learning Theory for the Digital Age that the learning process is engaged when individuals use social and digital tools to find answers. When finding information using these tools, people are learning to see connections between ideas and concepts and learning how to choose what to learn and the meaning behind it (2004). As a learning theory seeks to explain how people actively attain and develop knowledge, Connectivism surely qualifies.
Is Connectivism Relevant to Modern Teaching Practice?
Connectivism has been referred to as the digital age's learning theory (Van Wyk)
2016). The thought behind this idea is that students and educators are constantly surrounded by networks that are digitally accessed. These networks consist of networks of information, networks of people, social networks, collaborative networks and more (Van Wyk 2016). Connectivism in the classroom has many benefits for the educator's teaching practice. Blended and Flipped classrooms are becoming more common and the ideas associated with connectivism support these types of modern teaching practices.
Connectivism is the idea that the learner uses prior knowledge to build off of to create new knowledge by connecting with others. These connections are made through networks or social networks. Many courses and classes are being extended outside of the traditional classroom or are run completely online. One way that Connectivism is relevant to modern teaching practices is that, "Connectivism presents itself as a pedagogical approach that affords learners the ability to connect to each other via social networking or collaboration tools" (Giesbrecht, Van Dusen, Bourque 2017). Siemens belief that learning is too complex to be processed inside the head of an individual and that, "we need to rely on a network of people (and, increasingly technology) to store, access an retrieve knowledge" (Giesbrecht, Van Dusen, Bourque 2017). With this in mind, teaching practices today often include discussions, collaboration and the sharing of ideas. These can be done verbally in the classroom or using a blog, or wiki. The use of blogging and posting to a wiki directly correlate with the teaching practices of the blending and flipped classroom: it allows learning to be done anywhere at anytime.
Many school districts have gone 1:1 with technology, giving every student a computer. The schools also have a online classroom such as Google Classroom or Schoology where many resources for each class can be found. Students can complete assignments, assessments, and other activities while accessing the Internet through their computer or electronic device. Students are then able to explore and connect with others using networks to help further their learning and understanding.
The educators role in Connectivism is to blend "educator expertise with learning construction" (Giesbrecht, Van Dusen, Bourque 2017). This can be done in four ways:
Educator as a Master Artist
Educator as a Network Administrator
Educator as a Concierge
Educator as a Curator
Each expertise can fit into any modern day classroom environment and allows students to earn to their fullest potential being that they are of the digital age. There are many different roles the learning can take while practicing Connectivism in the classroom. Each role adapts to the role that the educator has taken on.
The Connectivist Learning Environment, requires learners to be exposed to elements that extend beyond the classroom and allow for real-life experience" (Giesbrecht, Van Dusen, Bourque 2017). The Connectivist learning environment does not abandon the curriculum that is in place, but rather balances the curriculum with the needs and intetions of the educator and the learner (Giesbrecht, Van Dusen, Bourque 2017). This same environment allows learners to explore and and learn on their own while also being guided by the educator. Learning like this can be done in the traditional classroom, flipped and blended classrooms, as well as online courses.
Connectivism supports student learning, connectivism is new term for a way people have always learning. In the past humans, have learned from human interactions, pictures and written material. What has changed is the amount, format and source of the information.
Past (Sources of Information)
Current (Sources of Information)
Personal connections:
Teachers
Parents
Friends
Written materials:
Daily Newspapers
Monthly magazines
Yearly published reference books.
Images:
Limited to 1 or 2 pictures
Diagrams
Visuals:
Film
TV
Personal connections:
Teachers
Parents
Friends
THE WORLD
Written materials:
Thousands of cyber periodicals,
Bogs
Facebook
Twitter
Wikis
Images:
Snapchat
Flickr
Google Images
Visuals:
YouTube (Created by any and every one)
Past Format
Current Format
Well-written
Peer-reviewed
99.9% factual
Fragmented
Rarely evaluated or reviewed
Contains bias and opinions
Many errors in facts
"People are cognitively bounded with limitations to how much information they are able to expose themselves to, take in, make sense of and process. Siemens, 2011)." Our students need to learn how to evaluate and make connections, because of the numerous sources for network creation and the limitations for the brain to absorb information. Once this skill which Siemens’ calls ‘sensemaking’ is developed then students can be very successful.
Siemens stated "For a novice or non-computer programmer, Python code is not information. Python code only becomes information once an individual has developed some level of coherence between different programming concepts" (Siemens, 2011. p.13). Meaning information gained from network connects is not seen as information if the learner does not understand the language, concepts or terms.
"The social networks that form as individuals make sense of topics indicate the importance of participation, active engagement, language-based activities and artefact creation (such as naming concepts, creating word images, or creating images, diagrams and videos), and sustained involvement over time" (Siemens, 2011, p.iii). Students still need to be engaged in the learning processes and using application techniques which commonly occurs in most classrooms. Meaning students need to create or complete writing worksheets, drawings, classroom activities, and the process of memorization, to learn the material.
One area of weakness for connectivism is that students need to have the desire to learn and want to "make sense" of the information. Students generally do not have the desire to learn about atomic mass or elements. Despite the student lack of interests they have to learn about it, it is part of the State Standards. I would hope that I could instill some desire or interests in my content topics, but worse come to worse grades can be a motivator.
Especially Compelling Parts of the Connectivism Theory
(AlDahdouh, et al., 2015, p. 16)
We are living in a digital age everything is updated via various online platforms in real time. With more schools going 1:1, providing students with devices & apps, and utilizing Learning Management Systems, the implications are vast. Connectivism means that students have more, easier access to ideas and information. It also means that teachers need to help students understand how to make those connections and sort through the vast sea of information, as well as keeping up with trends in educational technology.
Students can learn just about anything, anywhere at any time (no longer just inside the walls of the school), from a diverse group of people and technologies (Bell, 2009)
It is more important than ever to show students how to sift through information and how to reassess their ideas and knowledge based on new information as it arises (Bell, 2009)
Assessments can take many formats, giving students more control over the media they use (Bell, 2009)
Learning is more collaborative and networked than it has ever been in the past, thanks to advances in technology (AlDahdouh, et al., 2015, p. 11)
"Learners become content generators, and not content consumers" (AlDahdouh, et al., 2015, p. 16)
Home > Group B Workspace > Learning Activity 6-1
Is Connectivism a Learning Theory?
Ever since George Siemens and Stephen Downes developed the idea of Connectivism as a learning theory, people have questioned whether or not it is truly a learning theory. As pointed out by Connectivism as a Digital Age Learning Theory, the authors assert "the criterion of a theory is not whether it is true or untrue, but rather whether it is useful or not useful for explaining or predicting behavior (Duke, Harper, Johnston, 2013). In essence, the fact that people may disagree with elements of the theory does not take away from the fact that it is in fact a learning theory.A learning theory is defined as a framework that explains how people both acquire and develop knowledge. In addition, learning requires active involvement on the part of the learner. In Connectivism, individuals are actively pursuing knowledge through technological resources, mainly through social tools. Learning happens when individuals collaborate with others, share their existing knowledge and grow that knowledge through their new social connections (whether it with a person, network, or organization). These connections help the person learning to structure and create meaning from what they are observing, which will allow them to establish recognizable patterns to use in the future (Duke, Harper, Johnston, 2013). Also, Siemens points out in Connectivism: A Learning Theory for the Digital Age that the learning process is engaged when individuals use social and digital tools to find answers. When finding information using these tools, people are learning to see connections between ideas and concepts and learning how to choose what to learn and the meaning behind it (2004). As a learning theory seeks to explain how people actively attain and develop knowledge, Connectivism surely qualifies.
Duke, B., Harper, G. and Johnston, M. (2013). Connectivism as a digital age learning theory. Retrieved from
https://www.hetl.org/wp-content/uploads/2013/09/HETLReview2013SpecialIssueArticle1.pdf.
Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from
http://www.elearnspace.org/Articles/connectivism.htm.
Is Connectivism Relevant to Modern Teaching Practice?
Connectivism has been referred to as the digital age's learning theory (Van Wyk)2016). The thought behind this idea is that students and educators are constantly surrounded by networks that are digitally accessed. These networks consist of networks of information, networks of people, social networks, collaborative networks and more (Van Wyk 2016). Connectivism in the classroom has many benefits for the educator's teaching practice. Blended and Flipped classrooms are becoming more common and the ideas associated with connectivism support these types of modern teaching practices.
Connectivism is the idea that the learner uses prior knowledge to build off of to create new knowledge by connecting with others. These connections are made through networks or social networks. Many courses and classes are being extended outside of the traditional classroom or are run completely online. One way that Connectivism is relevant to modern teaching practices is that, "Connectivism presents itself as a pedagogical approach that affords learners the ability to connect to each other via social networking or collaboration tools" (Giesbrecht, Van Dusen, Bourque 2017). Siemens belief that learning is too complex to be processed inside the head of an individual and that, "we need to rely on a network of people (and, increasingly technology) to store, access an retrieve knowledge" (Giesbrecht, Van Dusen, Bourque 2017). With this in mind, teaching practices today often include discussions, collaboration and the sharing of ideas. These can be done verbally in the classroom or using a blog, or wiki. The use of blogging and posting to a wiki directly correlate with the teaching practices of the blending and flipped classroom: it allows learning to be done anywhere at anytime.
Many school districts have gone 1:1 with technology, giving every student a computer. The schools also have a online classroom such as Google Classroom or Schoology where many resources for each class can be found. Students can complete assignments, assessments, and other activities while accessing the Internet through their computer or electronic device. Students are then able to explore and connect with others using networks to help further their learning and understanding.
The educators role in Connectivism is to blend "educator expertise with learning construction" (Giesbrecht, Van Dusen, Bourque 2017). This can be done in four ways:
- Educator as a Master Artist
- Educator as a Network Administrator
- Educator as a Concierge
- Educator as a Curator
Each expertise can fit into any modern day classroom environment and allows students to earn to their fullest potential being that they are of the digital age. There are many different roles the learning can take while practicing Connectivism in the classroom. Each role adapts to the role that the educator has taken on.The Connectivist Learning Environment, requires learners to be exposed to elements that extend beyond the classroom and allow for real-life experience" (Giesbrecht, Van Dusen, Bourque 2017). The Connectivist learning environment does not abandon the curriculum that is in place, but rather balances the curriculum with the needs and intetions of the educator and the learner (Giesbrecht, Van Dusen, Bourque 2017). This same environment allows learners to explore and and learn on their own while also being guided by the educator. Learning like this can be done in the traditional classroom, flipped and blended classrooms, as well as online courses.
Resources:
Van Dusen E., Pichette, P., Bourque, S.(2017). Connectivism: teaching and learning. Retrieved from
http://etec.ctlt.ubc.ca/510wiki/Connectivism:_Teaching_and_Learning
Van Wyk, K. (2016). Connectivism... a learning theory supported by technology. Retrieved from
https://adessa.org.za/connectivism-a-learning-theory-supported-by-technology/
Does Connectivism Support Your Students?
Connectivism supports student learning, connectivism is new term for a way people have always learning. In the past humans, have learned from human interactions, pictures and written material. What has changed is the amount, format and source of the information.Siemens stated "For a novice or non-computer programmer, Python code is not information. Python code only becomes information once an individual has developed some level of coherence between different programming concepts" (Siemens, 2011. p.13). Meaning information gained from network connects is not seen as information if the learner does not understand the language, concepts or terms.
"The social networks that form as individuals make sense of topics indicate the importance of participation, active engagement, language-based activities and artefact creation (such as naming concepts, creating word images, or creating images, diagrams and videos), and sustained involvement over time" (Siemens, 2011, p.iii). Students still need to be engaged in the learning processes and using application techniques which commonly occurs in most classrooms. Meaning students need to create or complete writing worksheets, drawings, classroom activities, and the process of memorization, to learn the material.
One area of weakness for connectivism is that students need to have the desire to learn and want to "make sense" of the information. Students generally do not have the desire to learn about atomic mass or elements. Despite the student lack of interests they have to learn about it, it is part of the State Standards. I would hope that I could instill some desire or interests in my content topics, but worse come to worse grades can be a motivator.
Siemens, G. (2011). Orientation: Sensemaking and wayfinding in complex distributed online information environments (Doctoral dissertation, University of Aberdeen). Retrieved from http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558600
Especially Compelling Parts of the Connectivism Theory
We are living in a digital age everything is updated via various online platforms in real time. With more schools going 1:1, providing students with devices & apps, and utilizing Learning Management Systems, the implications are vast. Connectivism means that students have more, easier access to ideas and information. It also means that teachers need to help students understand how to make those connections and sort through the vast sea of information, as well as keeping up with trends in educational technology.
Students can learn just about anything, anywhere at any time (no longer just inside the walls of the school), from a diverse group of people and technologies (Bell, 2009)
It is more important than ever to show students how to sift through information and how to reassess their ideas and knowledge based on new information as it arises (Bell, 2009)
Assessments can take many formats, giving students more control over the media they use (Bell, 2009)
Learning is more collaborative and networked than it has ever been in the past, thanks to advances in technology (AlDahdouh, et al., 2015, p. 11)
"Learners become content generators, and not content consumers" (AlDahdouh, et al., 2015, p. 16)
AlDahdouh, A. A., Osório, A. J., & Portugal, S. C. (2015). Understanding knowledge network, learning and connectivism. International Journal of Instructional Technology and Distance Learning, 12(10), 3-21. Retrieved from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3063495
Bell, F. (2009). Connectivism: a network theory for teaching and learning in a connected world. Retrieved from University of Salford website: http://usir.salford.ac.uk/2569/1/ConnectivismEdDev.pdf:public